Assessment and support of visual skills in German-speaking dyslexic and normally-reading children by learning Chinese characters. Visual processing and educational application

Assessment and support of visual skills in German-speaking dyslexic and normally-reading children by learning Chinese characters. Visual processing and educational application - LegaChin

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

DRKS

Registry ID

DRKS00015697

Enrollment

Registered

2018-10-11

Start date

2018-10-22

Completion date

Unknown

Last updated

2025-04-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

F81.0

Interventions

Group 1: Children with reading-spelling disorder 1) Ophthalmological examination to exclude visual deficits 2) Examination of eye movements when reading alphabetic text and known pictograms by SLO an

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Children with and without reading spelling disorder of 5th grade, possibly also end of 4th grade - Confirmed diagnosis of dyslexia (with standardized test procedures) - Willingness to particapte all study appointments

Exclusion criteria

Exclusion criteria: - Co-morbidities, such as attention deficit hyperactivity disorder (ADHD) - Eye diseases except refraction abnormalities

Design outcomes

Primary

Measure	Time frame
Based on the current state of research, theoretical and practical questions arise: 1) Are pictographic / logographic characters processed locally (analysis of singlecomponents) or globally (as a total object)? There is evidence from the literature that Chinese characters are mainly processed globally, so the character as a whole and not the single strokes are processed. 2) Can German-speaking dyslexic children use their visual competence, which they may have already practiced as a compensatory strategy, if they learn Chinese? The Chinese characters are logographical and primarily do not require phonological analysis. In a previous study (Rozin et al 1971) it was shown that dyslexic children could learn a set of 30 Chinese characters within a few hours, even though they had a severe dyslexia in English. However, the children were allowed to pronounce the words in English. The question now is whether dyslexic children and adolescents could benefit from real Chinese teaching lessons that could take into account their visual strengths and give them new self-confidence and competitive advantage in their careers. Study goals: 1. Visual information processing: The examination of the eye movements should cover the following aspects: - Differences between logographic (Chinese) and alphabetic (German) writing - For the Chinese characters: o Local or global processing o Dependence on the visual complexity o This is to investigate whether German-speaking dyslexic children can learn the Chinese characters better than the alphabetic ones. 2. Cortical information processing: It can be assumed that alphabetic and logographic characters are processed differently in the brain. It may be possible to compensate for deficits in alphabetic reading areas by using good functions in logographic scripting areas. The investigations should contribute to a better understanding of the neural networks underlying the processing of the Chinese characters. 3. Learn the Chinese script and put i	—

Measure

Time frame

Based on the current state of research, theoretical and practical questions arise: 1) Are pictographic / logographic characters processed locally (analysis of singlecomponents) or globally (as a total object)? There is evidence from the literature that Chinese characters are mainly processed globally, so the character as a whole and not the single strokes are processed. 2) Can German-speaking dyslexic children use their visual competence, which they may have already practiced as a compensatory strategy, if they learn Chinese? The Chinese characters are logographical and primarily do not require phonological analysis. In a previous study (Rozin et al 1971) it was shown that dyslexic children could learn a set of 30 Chinese characters within a few hours, even though they had a severe dyslexia in English. However, the children were allowed to pronounce the words in English. The question now is whether dyslexic children and adolescents could benefit from real Chinese teaching lessons that could take into account their visual strengths and give them new self-confidence and competitive advantage in their careers. Study goals: 1. Visual information processing: The examination of the eye movements should cover the following aspects: - Differences between logographic (Chinese) and alphabetic (German) writing - For the Chinese characters: o Local or global processing o Dependence on the visual complexity o This is to investigate whether German-speaking dyslexic children can learn the Chinese characters better than the alphabetic ones. 2. Cortical information processing: It can be assumed that alphabetic and logographic characters are processed differently in the brain. It may be possible to compensate for deficits in alphabetic reading areas by using good functions in logographic scripting areas. The investigations should contribute to a better understanding of the neural networks underlying the processing of the Chinese characters. 3. Learn the Chinese script and put i

—

Countries

Germany

Contacts

Public ContactSusanne Trauzettel-Klosinski

Forschungseinheit für Visuelle Rehabilitation,Department für Augenheilkunde, Universitäsklinikum Tübingen

susanne.trauzettel-klosinski at uni-tuebingen.de+49-(0)7071-29-80818

Outcome results

None listed

Source: DRKS (via WHO ICTRP) · Data processed: Feb 10, 2026